Performance in e‐learning: online participation and student grades

Davies, Jo; Graff, Martin

doi:10.1111/j.1467-8535.2005.00542.x

Cited by 385 publications

(306 citation statements)

References 7 publications

(8 reference statements)

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“…The Electronic Journal of Information Systems in Developing Countries www.ejisdc.org activities was significantly associated with their grades in a study conducted at University of Glamorgan, UK with 122 students (Davies & Graff, 2005). Similar findings were obtained in studies conducted in various institutions (e.g.…”

supporting

confidence: 73%

“…Calculating the total amount of time spent between login and logout (Davies & Graff, 2005;Mödritscher et al, 2013;Yu & Jo, 2014) 3.…”

Section: Time Spent In the Systemmentioning

confidence: 99%

“…Counting a number of posts a student has contributed in the discussion forums (Davies & Graff, 2005;Kotsiantis et al, 2013;Yu & Jo, 2014) With variables in Table 1, the Learning Analytics tool was linked with the LMS database so that real time information can be generated. The user interface was designed so that user can run the system with minimal computer knowledge.…”

Section: Number Of Forum Postsmentioning

confidence: 99%

See 2 more Smart Citations

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Mwalumbwe

Mtebe

2017

E J Info Sys Dev Countries

113

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The past decade has seen the rapid adoption and use of various Learning Management Systems (LMS) in Africa, and Tanzania in particular. Institutions have been spending thousands of dollars to implement these systems in a bid to improve the quality of education as well as increasing students' enrolments through distance and blended learning. However, the impact of these system on improving students' performance has been a popular subject of research in recent years. Studies have been relying on data from users' opinions and subjective interpretation through surveys to determine the effectiveness of LMS usage on students' learning performance. The use of such data is normally subject to the possibility of distortion or low reliability. Therefore, this study designed and developed Learning Analytics tool and used the tool to determine the causation between LMS usage and students' performance. Data from LMS log of two courses delivered at Mbeya University of Science and Technology (MUST) were extracted using developed Learning Analytics tool and subjected into linear regression analysis with students' final results. The study found that discussion posts, peer interaction, and exercises were determined to be significant factors for students' academic achievement in blended learning at MUST. Nonetheless, time spend in the LMS, number of downloads, and login frequency were found to have no significant impact on students' learning performance. The implications of these results on improving students' learning are discussed.

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supporting

confidence: 73%

“…Calculating the total amount of time spent between login and logout (Davies & Graff, 2005;Mödritscher et al, 2013;Yu & Jo, 2014) 3.…”

Section: Time Spent In the Systemmentioning

confidence: 99%

Section: Number Of Forum Postsmentioning

confidence: 99%

See 1 more Smart Citation

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Mwalumbwe

Mtebe

2017

E J Info Sys Dev Countries

113

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“…Some studies observed that more peer interactions generate higher academic performance [37,38]. On the contrary, another study concluded that students with higher grades tend to read less of the forum content than those with lower grades [35].…”

Section: Individualistic Vs Connectivist Moocsmentioning

confidence: 99%

The Forum Community, the Connectivist Element of an xMOOC

Dubosson¹,

Emad²

2015

ujer

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One of the fastest growing approaches to teaching and learning in the new digital paradigm is the use of Massive Open Online Courses (MOOCs). They are categorised either as cMOOCs following a connectivist approach, or as xMOOCs based on behaviourist principles. However, in xMOOC environments, forums may play a real connectivist role if they are functioning as a community. This paper builds on the criteria of Herring (2004) in order to determine the existence and dynamics of a community. Forum participants, in a connectivist approach, create knowledge together by requesting help, answering questions, discussing concepts and techniques, and suggesting applications and additional learning material. This research questions the existence of a clear distinction between cMOOCs and xMOOCs. It was also observed that gender roles in STEM classes are replicated online. Online teaching nowadays is no longer based on one-way processes but includes users in multi-way processes. These dynamics may be effective in ensuring a strong and well-functioning learning community.

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“…• Davies and Graff [5] indicate that the number of times a student logs into the system (Blackboard) can be used as an effective indicator to quantify the student's engagement.…”

Section: Introductionmentioning

confidence: 99%

What has an Impact on Grades? Instructor-Made Videos, Communication, and Timing in an Online Statistics Course

Aragon¹

2016

jhummath

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This study investigates student success in an online introductory statistics class. We examine the impact of several variables: amount of time that a student watches instructor-made videos (IMV), the nature of communication between the student and the instructor, and the amount of time spent on completing the online assignments and exams on student grades in an introductory level online statistics course. Findings suggest that IMVs of short dur ation, the subjectrelated communication between the student and the instructor, and homework completion time have significant association with student performance. Though the average time spent on online exams does not show a statistical association with student grades, the results indicate that the students who complete the exam between two-to-four hours perform better than the students who spend less than two hours or more than four hours to complete the exam.

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Performance in e‐learning: online participation and student grades

Cited by 385 publications

References 7 publications

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

The Forum Community, the Connectivist Element of an xMOOC

What has an Impact on Grades? Instructor-Made Videos, Communication, and Timing in an Online Statistics Course

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